CHAPTER 2

REVIEW OF RELATED LITERATURE

• The Review of related literature involves the
systematic identification, location, and analysis of
documents containing information related to the
research problem. The term is also used to
describe the written component of a research plan
or report that discusses the reviewed documents.
• These documents can include articles, abstracts,
reviews, monographs, dissertations, other research
reports, and electronic media.
 WHY A REVIEW OF RELATED
LITERATURE IN RESEARCH IS IMPORTANT

• Obtaining an Overview: It provides researchers with an

overview of the current knowledge on the topic, helping
them understand what is already known and researched in
the field.
• Identify gaps in the knowledge – This is the primary
purpose of a review of related literature (often called RRL in
research). To create new knowledge, you must first
determine what knowledge may be missing. This also helps
to identify the scope of your study.
• Avoid duplication of research efforts – Not only will a review
of related literature indicate gaps in the existing research, but it
will also lead you away from duplicating research that has
already been done and thus save precious resources.
• Provide an overview of disparate and interdisciplinary
research areas – Researchers cannot possibly know
everything related to their disciplines. Therefore, it is very
helpful to have access to a review of related literature already
written and published.
• Highlight researcher’s familiarity with their topic– A strong
review of related literature in a study strengthens readers’
confidence in that study and that researcher.
 HOW TO WRITE A REVIEW OF RELATED LITERATURE
IN RESEARCH

• Define your topic, audience, and purpose

• Identify Relevant Literature: Begin by identifying relevant literature
related to your topic from various sources, both online and offline.
• Organize Your Review: Decide on how you want to organize the
review, whether by themes, dates, or relevance, before starting to
write.
• Writing the Review: Start by providing the background and
purpose of the review. Then, discuss each identified resource by
mentioning the title, author, publication, date, key concepts, and
points.
• Synthesize Information: In the synthesis part of your
review, explain how the concepts from each resource
are interconnected.
• Structure Your Review: Create a logical structure for
your review with headings and subheadings to guide
readers through the content effectively.
• Use Feedback: Seek feedback from colleagues or
peers to improve the quality of your review before
finalizing it.
 CREATING THEMES IN REVIEW OF RELATED
LITERATURE

• Identify Themes: Analyze the literature to identify recurring themes or

topics relevant to your research question. Categorize the bibliography
by dividing them into relevant clusters or units, each dealing with a
specific issue.
• Organize the Literature: Group the literature into thematic clusters
based on the identified themes. Each cluster represents a different
aspect of your research question.
• Review and Synthesize: Within each thematic cluster, review and
synthesize the relevant literature, highlighting key findings and insights.
Identify any theme-related strengths or weaknesses using an analytical
lens.
• Integrate Themes: Analyze how the themes interact with
each other, draw linkages between earlier studies, and
see how they contribute to your own research.
• Provide a Framework: Develop a framework or
conceptual model that illustrates the relationships
between the themes.
CITATIONS
 FULL CITATIONS

• Ensure to include full citations for all your sources, including primary
articles, popular articles, books, textbooks, personal communications, or web
references.
• Book: Include the author's name, publication year, title of the book,
publisher, and place of publication. For example: Guyton, A.C. (1981).
Textbook of Medical Physiology. W.B. Saunders Co., Philadelphia.
• Journal Article: Provide the author's name, publication year, title of the
article, journal name, volume number, issue number (if applicable), and page
range. For instance: Weathers, W.W. (1976). Influence of temperature on the
optimum hematocrit of the bullfrog (Rana catesbeiana). J. Comp. Physiol.
105: 173-184
• Chapter in an Edited Book: Include the authors' names,
publication year, chapter title, book title, editors' names,
publisher, place of publication, and page range. For example:
Elsner, R.E. & Ashwell-Erickson, S. (Year). Cardiovascular
adjustments to diving. In The Biology of Marine Mammals
(Eds. H.T. Andersen). Academic Press: New York, pp 117-145.
CITING IN THE BODY OF YOUR ESSAY
• Single Author: Use the author's name and
publication year (e.g., Haig, 1993).
• Two Authors: List both authors' names (e.g.,
Hedrick & Duffield, 1986).
• Three or More Authors: Use "et al." after the first
author's name (e.g., Hurst et al., 1996)
• Citing Personal Communications: Include the name and
initials of the person cited without a year (e.g., L.
Albright, personal communication).
• Internet Communications: Treat website or email
information with the same credibility as personal
communications. Include the author, title of the website,
its address, and the date accessed.
• Citing Multiple Works: When citing more than one
source in the same in-text citation, list all sources
alphabetically and separate them with a semi-colon (e.g.,
Marsh, 1997; Johnson, 2002).
• Citing Works by the Same Author with the Same
Publication Year: Assign lowercase letters after the year
of publication to differentiate between sources by the
same author published in the same year (e.g., Dickens,
2014a; Dickens, 2014b).
 CHAPTER 3
METHODOLOGY
 RESEARCH DESIGN

• Research design refers to the overall strategy

you choose to integrate the various study
components in a coherent and logical way. It
serves as the guide for data collection,
measurement, and analysis.
PARTICIPANTS OF THE STUDY
• Participants, also referred to as respondents, subjects, or human
test subjects, are individuals who take part in a research study.
They are the target of observation by researchers and play a
crucial role in providing data for analysis.

• In qualitative research, the term "participant" is preferred over

"respondent" as it signifies a more active role beyond simply
answering questions. Participants engage with researchers,
elaborate on questions, and contribute to the study in various
ways, such as in focus group discussions or ethnographic studies.
Key points about participants/respondents in a study includes:
• Role: Participants are individuals involved in the research process.
• Involvement: They willingly join studies and provide data.
• Data Contribution: Participants' input forms the basis of research
findings.
• Engagement: Participants actively interact with researchers and the
study process
Note:
The distinction between "participants" and "respondents" lies in the level of
engagement and activity within the research context. While respondents typically
answer structured questions, participants actively contribute to the study through
various interactions and engagements with researchers
RESEARCH INSTRUMENT
• A research instrument is a tool or method used by
researchers to collect, measure, and analyze data
related to the subject or participants of a study.
These instruments are essential for ensuring the
validity and reliability of research findings.
Research instruments can take various forms,
including questionnaires, surveys, interviews,
checklists, tests, and scales.
Characteristics of Research Instruments:
• Validation: A good research instrument is validated and
demonstrates reliability.
• Appropriateness: It should collect data relevant to the
research question.
• Clarity: The instrument should be clear in its usage and
purpose.
• Bias-Free: Ensuring that data collection is unbiased and
accurate.
• Alignment: Research instruments should align with the
study's aims, objectives, and methodology
Types of Research Instruments:
• Interviews: Structured, unstructured, semi-structured
interviews are common types used for data collection.
• Observations: Structured observations, naturalistic
observations, and participant observations are methods
for recording behavior.
• Surveys and Questionnaires: Tools for collecting data
through standardized questions.
• Focus Groups: Involving multiple participants to
understand opinions on specific subjects
 DATA GATHERING PROCEDURE

• Data gathering is a fundamental step in any research or

analysis process, crucial for obtaining reliable and
meaningful results. The procedure involves collecting,
measuring, and analyzing information about a specific
subject to inform decision-making processes.
Steps in Data Gathering Process:
• Defining Research Goals: Clearly define what you aim to learn from
the research.
• Choosing Data Collection Method: Select the most suitable method to
address research questions effectively.
• Planning Data Collection Procedures: Plan how data will be collected,
managed, and stored.
• Collecting Data: Implement the chosen data collection method, such
as surveys or interviews.
• Cleaning and Organizing Data: Ensure data accuracy and
organization for analysis..
 DATA ANALYSIS

Data analysis is a critical process in research and decision-

making, involving the systematic application of statistical
and logical techniques to describe, condense, evaluate,
and illustrate data. It plays a vital role in extracting valuable
insights, informing conclusions, and supporting effective
decision-making processes.
• Phases of Data Analysis:
• Data Collection: Gather relevant data from various sources while
ensuring data quality and integrity.
• Data Cleaning: Identify and rectify errors, missing values, and
inconsistencies in the dataset to ensure accuracy.
• Exploratory Data Analysis (EDA): Conduct preliminary analysis to
understand data characteristics, distributions, and relationships.
• Statistical Analysis: Utilize techniques like regression analysis,
clustering analysis, and classification analysis to extract insights
from the data.
• Interpretation: Interpret the results obtained from the analysis to
derive actionable insights for decision-making.